Nairn H F Wilson1, Christopher D Lynch2. 1. King's College London Dental Institute, London, United Kingdom. 2. School of Dentistry, Cardiff, United Kingdom. Electronic address: lynchcd@cardiff.ac.uk.
Abstract
OBJECTIVES: The restoration of posterior teeth affected by caries, trauma or wear remains one of the commonest procedures in the practice of dentistry. Over the past 20 years the first author and latterly the second author have led a series of surveys around the world to capture information on the teaching of posterior resin composites. The aim of this paper is to identify trends, reflect on the findings and make recommendations for the further development of this important aspect of the curriculum for primary dental qualifications. METHODS: Surveys on the teaching of posterior resin composites were completed in 1986, 1997-99, 2004-05 and 2007-2009. The findings from these surveys were reviewed and drawn together to allow historical and contemporary international trends to be identified. Recommendations for further developments in the teaching of posterior resin composites were formulated from the cumulated data and trends identified. RESULTS: Information was available from a total of 679 survey returns. Increased teaching of posterior resin composites has been observed over the period of the surveys: while 90% of dental school curricula did not include any didactic teaching of posterior resin composites in the mid-1980s, this dropped to 4% or less in the late 1990s, and to 0% in the early 2000s. In the late 2000s, however, 21% of dental schools still did not teach the placement of resin composites in three-surface cavities in permanent molar teeth. Areas of confusion were reported in the teaching of certain aspects of cavity design, notably the use of bevels, and in the protection of operatively exposed dentine. CONCLUSIONS: While there has been steady growth in, and trends towards evidence-based teaching of posterior resin composites in dental schools around the world over the last 20-25 years, there is a need for further developments and harmonisation in this important aspect of curricula for primary dental qualifications. This need is now pressing, subsequent to the signing of the Minamata Convention. It is recommended that all new graduates, from no later than 2020, should have the knowledge, skills, competences and confidence to effectively restore damaged and diseased posterior teeth with state-of-the-art resin composite systems.
OBJECTIVES: The restoration of posterior teeth affected by caries, trauma or wear remains one of the commonest procedures in the practice of dentistry. Over the past 20 years the first author and latterly the second author have led a series of surveys around the world to capture information on the teaching of posterior resin composites. The aim of this paper is to identify trends, reflect on the findings and make recommendations for the further development of this important aspect of the curriculum for primary dental qualifications. METHODS: Surveys on the teaching of posterior resin composites were completed in 1986, 1997-99, 2004-05 and 2007-2009. The findings from these surveys were reviewed and drawn together to allow historical and contemporary international trends to be identified. Recommendations for further developments in the teaching of posterior resin composites were formulated from the cumulated data and trends identified. RESULTS: Information was available from a total of 679 survey returns. Increased teaching of posterior resin composites has been observed over the period of the surveys: while 90% of dental school curricula did not include any didactic teaching of posterior resin composites in the mid-1980s, this dropped to 4% or less in the late 1990s, and to 0% in the early 2000s. In the late 2000s, however, 21% of dental schools still did not teach the placement of resin composites in three-surface cavities in permanent molar teeth. Areas of confusion were reported in the teaching of certain aspects of cavity design, notably the use of bevels, and in the protection of operatively exposed dentine. CONCLUSIONS: While there has been steady growth in, and trends towards evidence-based teaching of posterior resin composites in dental schools around the world over the last 20-25 years, there is a need for further developments and harmonisation in this important aspect of curricula for primary dental qualifications. This need is now pressing, subsequent to the signing of the Minamata Convention. It is recommended that all new graduates, from no later than 2020, should have the knowledge, skills, competences and confidence to effectively restore damaged and diseased posterior teeth with state-of-the-art resin composite systems.
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